Implications of Grammar Translation Method on Speaking Skills of the EFL Learners: A Study Conducted at BS Level in Rahim Yar Khan

Abstract

This study investigates the incorporation of bilingualism within the Grammar Translation Method (GTM) in language learning classrooms. The research employs a combination of qualitative and quantitative methods, utilizing student feedback and analysis to evaluate the impact of bilingualism on language learning outcomes within the GTM framework. Findings reveal that strategic use of the native language alongside target language instruction can facilitate comprehension, deepen understanding of grammar rules, and improve translation skills among learners. However, the study also identifies potential drawbacks, including the risk of over-reliance on translation and the potential neglect of communicative competence. Participant insights emphasize the importance of maintaining a balance between bilingual support and immersive exposure to the target language to cultivate holistic language proficiency. By offering insights into both the advantages and challenges of integrating bilingualism within GTM, this research contributes to the ongoing discourse on effective language instruction practices.